Roles and responsibilities of a teacher

Roles and responsibilities of a teacher Review your own roles and responsibilities as a Teacher, in terms of the Teaching/Training Cycle, identifying boundaries that should be set. INTRODUCTION In every profession, there are roles and responsibilities and boundaries that are set in order to divide the line that indicates the farthest limit. Roles and Responsibilities are important because they would facilitate order in any given organisation and allow personal and organisational objectives to be met, as those with Roles will be accountable to their functions. Actions and activities assigned to or required or expected of a person or group are referred to as Roles while the obligations to carry forward an assigned task to a successful conclusion are referred to as Responsibilities. All learning institutions are subject to legislation. It is of relevance that in this assignment I link these roles and responsibilities to current legislative requirements such as Disability Discrimination Act, (DDA), Special Education Needs (SEN), and Equal Opportunities. Under the Professional Code of Practice, I have responsibilities as a teacher to undertake 30 hours of Continued Professional Development per year and I must also update my subject knowledge. I must therefore, have clarity on my roles and responsibilities in order to prevent omission of duty. In this assignment I will examine the Roles and Responsibilities of a Teacher in relation to the Teaching/Training Cycle. This will lead to focussing on professional activities within the learning cycle. I will also recognise the professional boundaries that govern a teachers behaviour in order to comply with the Professional code of conduct. It is therefore, of significance that I discuss where the teachers different roles stop. After analysing this topic, I will come up with a conclusion. Holtrop (1997) suggests that Obviously teachers wear many hats: friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes, students and extracurricular duties. In relation to the Training cycle, I have a role of Assessor. A majority of learners will have different individual learning needs and for me to accommodate their needs, I need to have assessment skills that will promote equality, diversity and inclusion. I will link this to Domain A of the LLUK Standards which states one of the professional practices as Apply principles to evaluate and develop own practice in promoting equality and inclusive learning and engaging with diversity. I can achieve this by carrying out thorough initial assessments that will help me to identify different learner needs such as poor writing skills, poor reading skills, disabilities etc. This would be in line with Domain C Ways to identify individual learning needs and potential barriers to learning in own specialist area. This will make it easier for both the learner and me to access learning and deliver learning respectively, because based on the assessment needs that I will identify, I must have knowledge understanding of how I will apply the different assessment methods like formative and summative assessments to meet these needs. This may increase the level of motivation to both the learner and teacher. I will link this to Domain E which is about assessment for learning Theories and principles of assessment and the application of different forms of assessment, including initial, formative and summative assessment in teaching and learning. In my role as a teacher I am to conduct initial assessments which will help me to identify learners needs, knowledge and skills and also help to identify referral points against levels within the National Standards. When I identify needs that need to be referred, I will have to give the learner information, advice and guidance to where they are being referred. This will be linked to Domain F which is about access and progression- sources of information, advice, guidance and support to which learners might be referred. This also promotes the Wayt (2008) explains that Assessing varying learning styles within a group and considering learners motivation and previous experiences helps identify various teaching methods that could be useful throughout the programme. Sessions incorporating visual, auditory and kinaesthetic learning styles ensures students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective. The initial assessment will provide me with some important detail to inform the plan, which will be revised on an on-going basis to monitor the learners progress and identify any subsequent support needs. Both learner and teacher will be aware of what the learner knows and is able to do and what he/she needs to learn. It is also important for me and the learner to know how the learner likes to learn; as this helps me to identify barriers to learning such as difficulties in reading, writing, numeric, language skills and any other disabilities and will make reasonable adjustments in order to use the appropriate assessment methods that will meet the individual learners needs and promote equality and diversity. At this stage, should any learner require support which is beyond my competence, I will refer and ensure that I give the learner the right information on their referral, so as to meet the professional standards in Domain F of the LLUK Sources of information, advice, guidance and s upport to which learners might be referred. This is in line with the Equal Opportunities Act (2004) which states that all learners must have equal access to learning regardless of their learning barriers, disabilities, sex, religion, and race. Under the Disability Discrimination Act 1995(as amended by the Special Educational Needs and Disability Act 2001) disabled learners must not be treated less favourably and teachers must make reasonable adjustments to ensure that disabled learners are not at a substantial disadvantage compared to their peers. . Following the initial assessment, I should do a diagnostic assessment in order to identify specific individual needs and support required and this will lead to the creation of a detailed personal profile, providing the basis for an Individual Learning Plan. As an Assessor, I have limits to this role. By doing a thorough assessment, I may identify needs that are beyond my competence and may need to refer the learner appropriately. For example, if I identify that a Learner has financial needs, I may need to refer the said learner to the appropriate department. This in itself is helping meet the learners need and adhering to the professional boundaries. It would be very unprofessional for a teacher to give money to a learner to fund his/her education or get money from a learner. This is to conform to the LLUK standard in Domain A which states that Conform to statutory requirements and apply codes of practice and also Domain F which says Boundaries of own role in supporting learners. And one of the professional code of practice introduced by the Institute for Learning (IFL) states that a teacher must protect the interest of the learners and the wider public and any member of the Institute for Learning who breaches the code will be subject t o disciplinary investigation as described by the disciplinary procedure. Let me look at another role of a teacher. As a teacher, I am a Planner, in that I plan appropriate, effective, coherent and inclusive learning programmes that promote equality and engage with diversity. This means I should plan for the use of different teaching methods and activities which are in line with the curriculum requirements and meet the needs of the learners. These may be group discussions, questioning etc. This is in line with the LLUK Standard Domains B and D BK2.1 Principles of learning and ways to provide learning activities to meet curriculum requirements and the needs of all learners. DK 1.1 How to plan appropriate, effective, coherent and inclusive learning programmes that promote equality and engage with diversity. Planning is a very important role for me because it will direct or guide me in the delivery session. My planning will depend on the identified individual needs, which will prompt me to use the appropriate teaching methods. This is because I am required to ensure that the identified needs of my learners are properly taken care of in my planning process. Without planning, I might not be able to meet the learners needs and may not deliver in line with the curriculum. This may result in de-motivation and dissatisfaction to both the learner and I, as learners will feel they have not been catered for and I will feel I have not played my role as a planner. In view of the on going assessments, I am responsible for preparing the assessments in such a way that they meet the needs of individual learners and promote equality, diversity and inclusion. In this case, it is important for me to use different assessment methods such as formative and summative assessments. These could be direct observation, oral questioning, professional discussion, witness testimony of case studies. When this is done, I will have met the LLUK Standard Domain E Theories and principles of assessment and the application of different forms of assessment, including initial, formative and summative in teaching and learning. It is part of my responsibility to ensure that learners are involved in planning for assessments. Learners should not be subjected to a surprise assessment. I should always involve them at the planning stage and be able to give them opportunities to make their own suggestions and choices without putting them in situations where they feel overwhelmed . This will give them a sense of ownership. This is in line with LLUK Standard Domain E Ensure that learners understand, are involved and share in responsibility for assessment of their learning. The planning session should be able to meet the individual learner needs, by considering different resources that will promote fair and effective assessment. For example, a teacher who is going to assessor a learner at a place of work must have planned in advance with the learner, who might have suggested that it was better to do the assessment in the morning because that is when a lot of activities take place. If this happens, it is most likely that the learner will feel at ease and have a sense of fulfilment because he/she has been involved in the planning process and his/her need met. This is linked to Domain E Apply appropriate methods of assessment fairly and effectively. A teacher is also an Information Provider (Lecturer). In reference to the Teaching/Learning cycle, this role requires me to deliver/implement teaching as planned and designed, inclusively to promote equality and diversity. Gay (2000) states that, It is very important for teachers to appreciate the impact culture has on learning. Furthermore, they must make their teaching well suited to the social cultural contexts and frames of reference of ethnically diverse students.  Ã‚   I must therefore, take the differentiation approach, to be able to offer a range of approaches and resources to meet the needs of an individual or a group of learners. It is my responsibility to develop and produce teaching and learning materials appropriate for a range of contexts, purposes and target audiences. Different learners have different levels of understanding and knowledge, and if I am to cater for their needs, I will have to use different teaching tools, such as DVDs, handouts and practical demonstrations(which must be referenced to the curriculum) When applied these teaching tools will promote equality, diversity and inclusion and will have the potential for language, literacy, numeracy and information and communicat ion technology for learners and will make it easier for those who understand visual, auditory and kinaesthetic learning. For example, a learner who understands well when they see might need to watch the video to get understanding. This can be linked to Domain B of the LLUK Standards Ways to ensure that resources used are inclusive, promote equality and support. This can also be linked to Bloom (1997)s taxonomy where he separates out learning into three Domains Cognitive domain concerns our thinking and memory and our capacity for understanding. The psychomotor domain deals with our abilities, the skills that we have, what we can physically do. Affective domain relates to our understanding, i.e. our approach, our attitude to what we do. I am also responsible for making the learning environment a safe place to comply with the Health and Safety at Work Act (1974.) This calls for risk assessments, which help to identify any hazards that would hinder learning. According to Maslows pyramid, everyone needs to feel protected against any life threatening cause. This is also in accordance with the LLUK Standard Domain B- which states that Ways to maintain a learning environment in which learners feel safe and supported. It is therefore important for me to maintain safety in the learning environment and to make learners be aware of their responsibilities in maintaining safety, as health and safety is everyones responsibility.   As a teacher, I have the role of a Mentor/ Counsellor in delivering the course. I should be able to apply appropriate teaching and learning strategies which take account of individual learner needs. When delivering the course, I must show understanding of the responsibilities and boundaries of my own role in providing support for individual learners for example, signposting and /or referring on specialist services. Learners should be given information on where they can find further information, advice, guidance or learning provision. I also need to ensure that learners understand the context of the course, for example the NVQ standards, its application and contribution to the care sector, the economy and the community. It is therefore, important for me to attend standardisation meetings in order to keep abreast with current standards in my specialist area, as required by the LLUK Standards Domain C Own specialist area including current developments and Domain C Ways in which own specialist relates to the wider social, economic and environmental context. Gravells (2007) asserts that, learners learn from each other as well as the tutor. To promote diversity in my delivery, I must ensure that there is involvement of all students in relevant activities, rather than excluding them for any direct or indirect reasons (inclusively), as mentioned in the Tomlinson report. Teachers must facilitate learning environments which will promote culture and ethnic diversity. Therefore, learners from different ethnic groups will be able to voice their cultural expression in order to increase content and learning processes. The assessment of learners competence is an important role of a teacher. I will assess what the learner has learnt and will be responsible for finding out what methods of teaching and learning would be most appropriate for the learner and to motivate the learner to continue and to do better. This can be achieved by using formative and summative assessments. In relation to my area of teaching NVQs in Health and Social Care, formative assessment is aimed to helping the learner become competent and meet specific performance criteria. This should be an ongoing process, where regular tutorial sessions take place, teacher following workplace observation and completing of written tasks. I am responsible for giving learners constructive feedback on their performance, which will motivate them, especially those that are unsure of their own abilities. This can be linked to Domain E The role of feedback and questioning in assessment for learning. I am also responsible for recording outcomes of formative assessment and keeping these records updated and stored safely for confidentiality to conform to the LLUK Standard Domain A Keep accurate records which contribute to organisational procedures. This will in turn give learners a clear guidance as to what aspects of performance they shall still need to work on. In view of the Data Protection Act (1998), I must keep all records within confidentiality agreements to comply with organisational policies and procedures and also to comply with the LLUK Standard Domain A The need for confidentiality, respect and trust in communicating with others about learners. Summative assessment will take place at the end of the learning, giving feedback on learning achievements, maybe a qualification, test or a completed Individual Learning Plan. In relation to NVQs, summative assessment will represent a formal summing up of the learners achievement on completion of a particular piece of work; this may be at a completion of each unit. I will be responsible for making a final judgement on the whole of a unit after making a series of formative assessments. This also must be recorded as evidence to represent the learners competence at the time of the summative assessment. A teacher has a role of an evaluator as well. It is my responsibility to make an assessment of, or to judge what I have delivered. Evaluation will help me to look back at how I delivered the learning and find out what could be done differently. I will need to evaluate my own practice on a regular basis, such as my opinions on the course and how it could be made better next time. Learners must be given the opportunity to evaluate the course whether they achieved something, were the teaching materials enough? Did the course meet individual learner needs? This will help to improve delivery in subsequent sessions. In my role as NVQ Tutor/Assessor, I may need to follow the established structure in place, that means I need to be observed actually assessing and giving feedback and then I will be given feedback on how I perform and how I could improve. Some of the ways of getting feedback on my assessment and teaching skills could be, asking an experienced colleague to observe me, get feedback- formal and informal from learners on different types of assessments I use and how these can be improved. This can also be done by writing reflections to explore and evaluate the different ways I assess, using information from colleagues and learners, as well as the actual experiences and results related to the assessments I use with learners. Reflective practice will enhance good practice and further improve what I do in my subject area. All this is in line with the LLUK Standard Domain E The role of feedback in effective evaluation and improvement of own assessment skills. Revising is about making changes based on the evaluation information and will enable continuous improvements to be made. I am responsible for making any changes to the assessment or teaching methods that were not effective to the learners in order to meet their needs. This can be linked to Domain E The role of feedback in effective evaluation and improvement of own assessment skills. A teacher is a researcher. I should take responsibility to engage in continuing professional development to inform my practice, as this is one of the Codes of Professional Practice. As a teacher, I need to do a lot of research by reading relevant books, using the internet, journals, attending training and other relevant sources to update my knowledge. I am responsible for attending Standardisation meetings to inform my practice and to work in line with the specified standards. I must take it upon myself to explore and keep my mind focused to get knowledge and understanding. Collaborating with others would help to improve my own and team performance. This is in relation to the LLUK Standards in Domain A Ways to reflect, evaluate and use research to develop own practice and to share good practice with others. There are boundarieswithin professional disciplines. Teachers are not supposed to borrow money from learners, neither are they allowed to lend money to learners. It would be unprofessional for a teacher to be found in such a situation. Teachers are also reminded not to go beyond their role by going to learners home for assessment or learner coming to teachers home for assessment. All assessments must take place at the centre and /or workplace. As a teacher, I must always follow organisational procedures in dealing with issues such as complaints and appeals and make references appropriately, especially where the issue is not within my competence. CONCLUSION Roles and responsibilities are important because they will promote accountability among teachers and will help meet personal, organisational goals and individual learner needs. It would be frustrating if teachers lacked clarity on their roles and responsibilities because they would be stuck with who is doing what and who answers to whom? When these roles and responsibilities are applied, they benefit both the learner and teacher, by delivering learning which is inclusive, and promotes equality and diversity. Boundaries will help teachers to work within their limits and adhere to the professional code of practice. . Wayt(2008) The responsibility of a teacher will be to continually   reassess development and change during the course and create a seamless transition   to ensure smooth delivery. This just confirms the teaching/learning cycle. I am responsible for ensuring that the cycle is on going, by seeing to it that action plans are put in place, constructive feedback is given to the learner where necessary and the cycle does not break. This will increase the level of motivation, satisfaction and will help to achieve the goals for both the learner and me. The teacher will also be responsible for inducting the learners to the organisation and course so that learners understand what is expected of them and what the organisation can deliver. This will also help the learners to have a clear understanding of the organisational rules and regulations and also of the course contents. This is likely to result in learners having a good foundation for their course and be able to prepare adequately. REFERENCES Bloom (1997) Maslin-Prosthero -page 185 Gay (2000) Available at http:/www.intime.uni.edu/multiculture/curriculum/culture/roles.htm Accessed on 6th December, 2009 Gravell A (2007) FE champion January, 2007- Post compulsory education and training. Available at www.pcet.net/articles63.html (Date accessed 6th December, 2009) Holtrop (1997) Available at http:/www.huntington.edu/education/lessonplanningroles.html Accessed on 6th December, 2009 Wayt S.(2008). Holistic Health and well-being. Available at http/:www.balance-therapy.co.uk Accessed 6th December, 2009 LLUK STANDARD DOMAINS LINKS Domain A AP 3.1 Domain C CK3.2 Domain E EK 1.1 Domain F   -FK 1.1 Domain A AP 6.1 Domain F -FK 2.1 Domain B BK 2.1 Domain D DK 1.1 Domain E EK1.1 Domain E EP3.1 Domain E -EP2.1 Domain B BK5.2 Domain B BK1.1 Domain C CK1.1 Domain C -CK1.2 Domain E EK4.1 Domain E EK5.1 Domain E EK4.2 Domain A AK4.

Interested in painting and sculpture, I finally chose interior architecture designer as my future career

Employment Status Report Goals and doctrine Interested in painting and sculpture, I eventually chose interior architecture interior decorator as my hereafter calling, for residential design involves both architectural aesthetics and practical value. A perfect design requires a comprehensive cognition in aesthetics and professional competency that involves high engineering ( Kadir,2009 ) . As mathematics and painting serves as basic accomplishments for interior architecture design, to heighten the proficiency in working with engineering serves as my short-run ends, which requires a uninterrupted pattern in utilizing in writing package such as Auto Desk 3D Max and Adobe Photoshop. I wish to hold on those accomplishments over the following 3 months. In footings of long-run ends, I wish to work in big design companies such as GHD and AXS Satow because of its good chances for development with original constructs in design. A contemplation of aesthetic and practical value in interior architecture design is my artistic doctrine. I believe that the design of interior ornaments and furniture must run into customer’s stuff and religious demands of the indoor environment. The artistic doctrine has been reflected in my experience of planing a nuptials room for Art Studio in Beijing. The infinite environment met the corresponding demand of clients with a contemplation of romantic ambiance despite a dissatisfaction with little points. When dissatisfaction arose, I would exemplify my artistic doctrine that all the designs work as a whole to make an expected consequence so that he eventually accepted my advice. Market Due to the huge economic potency of interior architecture design, the competition of the industry has become rather intense. Harmonizing to a survey made in 2011 byNew York Observer, the mean income of a junior interior architecture interior decorator in moderate-sized companies was approximately 0.56 million dollars a twelvemonth while a senior interior decorator received 1.2 million in norm ( Mark,2011 ) . In order to calculate out what sorts of architecture interior decorators were competitory, I had an interview with Liang Zheng, the HR of AIO ( Shanghai ) international landscape and architecture design company. He listed several of import makings and qualities in choosing a competent interior decorator, including a master’s grade, abroad instruction backgrounds and working experience in architecture design. In add-on, those with a good team-work spirit and communicative capacities would be more likely to be selected. To advance myself in confronting the ferocious competit ion, I should cultivate a good communicative accomplishments and team-work spirit. Skills and tools Working in an international architecture design company requires makings and professional accomplishments of high degree ( Frank,2004 ) . In add-on to a comprehensive cognition in architecture aesthetics, communicative capableness and good team-work spirit besides serve as of import portion to carry through my long-run professional ends. My current cognition in architecture aesthetics and in writing package is non sufficient for viing with other architecture interior decorator in big companies in which international communicating is rather frequent. Therefore I should be involved in diverseness preparation classs and English classs to heighten my communicative abilities. With those attempts, indispensable working experience can be added into my professional portfolio. Networking Networking plays an indispensable function in farther growing for architecture design companies, for the communicating of design constructs and updated engineerings helps to set up a long-run common good cooperation on a higher degree. Outstanding associations and diaries of interior architecture design serve as effectual medium for the communicating within the industry. Interior Architecture Design, a Santa Monica College award-winning plan located at the Academy Campus, focuses on heightening professional accomplishments in the local and international Architecture and Design Industry. In add-on, the A Interior Design Competition besides plays an of import portion for the uninterrupted development of architecture design. The award has been viewed as an index of perfect interior design and of import milepost in one’s calling. Provided with sole selling and communicating services to advance his proficiency, a victor will be popular among world-wide design oriented companies and involvement groups. Therefore I take an active portion in assorted competitions and plans of architecture design to accomplish the long-run end. The hereafter In the hereafter, I wish to work as a junior architecture interior decorator in PAL Design Consultants Ltd of China, for the company’s original construct in interior architecture design and favourable working environment. The company has created assorted interior architecture designs through the usage of advanced attacks to spacial organisation, stuffs and illuming with great aesthetic value. The laminitis of the company, T.K.Chu, is good known for his constructs of incorporating manner elements into classical designs. He has developed his ain aesthetic, the Art Deco that transforms authoritative spirits into geometric, in writing and rhythmic vision, which helps the planing merchandise addition agreat popularity. His ultimate end is to show the value of trade art that can non be reached under the aid of accurate calculations, for which I admire him a batch. In add-on, a favourable on the job environment makes the company more attractive. The staff of PAL Design Consultants Ltd comes from topographic points around the universe with assorted cultural backgrounds. The squad provides a balance of western expertness, cross-cultural experience and local penetration and the intertwining environment brings a wealth of creativeness and motive to the talented squad ( Roland,2003 ) . Bing an architecture interior decorator in PAL Design Consultants Ltd, I can turn and develop with superb interior decorators in a cheerful and lively, originative and harmonious civilization. With its original construct in planing the company will maintain endeavoring farther in front in a dynamic and extremely competitory marketD ( Rowland,2011 ) . To accomplish this long-run end, I must heighten my communicative capableness and a good team-work spirit in the hereafter. In add-on to the cultivation of the above communicative accomplishments, I will besides go on wor king on my proficient proficiency. BeginningsKadir.H. ( 2009 ) .The Integration of Interior Architecture with Innovative Design Approaches.US-China instruction reappraisal. ISSN 1548-6613.Vol.8.Mark.G. ( 2011 ) .Architecture Design Gains its Popularity.Architecture Design. New York Observer. Vol.48.Issue.4Frank.G.A. ( 2004 ) .Architecture Design and Assessment system.4.Roland. D. ( 2003 ) . Issue Brief: Smart-Growth: Building Livable Communities. American Institute of Architects. Retrieved on 2014-03-23. 5.D. Rowland. ( 2011 ) .T.N. Howe: Vitruvius. Ten Books on Architecture.Cambridge University Press, Cambridge 1999, ISBN 0-521-00292-3

Lord of The Rings/Kite Runner Compare and Contrast Essay Essay

What objects do you associate innocence with? Marriage, virginity, a childhood toy? When we think of dominance we think of war; we think of negativity. When the phrase ‘parental influence’ comes to mind, we go to our mothers tucking us into bed and watching the game with our fathers—at least that is what us lucky ones think of. Not everyone is lucky enough to have that innocence stored forever, violent free lives, and a mother and father by our side. The Kite Runner and Lord of the Flies have many similarities, particularly when comparing themes such as loss of innocence, power and dominance, and paternal influences and the ways in which they are depicted through symbolism and irony. From the beginning of The Kite Runner Hoseinni showed innocence through Amir’s passion and longing for kites, but not any kite; Amir longed for the winning kite in the annual kite flying tournament. Kites were constantly present during Amir’s childhood. They were his goodness and his purity; the goodness and purity of Afghanistan at that time. Amir’s innocence was stolen by him when he was twelve-years-old by the neighborhood bully, Assef. Amir longed for the winning kite, but at the expense of his friend, Hassan: â€Å"But there were two things amid the garbage that I couldn’t stop looking at: One was the blue kite resting against the wall,† (75). Amir witnessed the rape of Hassan, and after he took his trophy kite home and hung it up on the wall it mocked him, reminding him of his cowardice, and the purity and the innocence that were taken from him. When Amir returned to Kabul as an adult there were no kites. Afghanistan had been run over by the Taliban and everything had been destroyed, just like the innocence that was taken by Amir and the goodness and that was stolen from him. In The Kite Runner, Amir wanted the winning kite. After witnessing the rape of Hassan—witnessing his beloved friend sacrifice himself for the first place kite and seeing Kabul in ruin with the kites gone and the tournaments ended, he craves the innocence and goodness of his past. In Lord of the Flies, Golding used symbols very similarly to Hoseinni’s use of the kite as a symbol of innocence. Instead of an object or toy, Golding used Simon to show purity. Simon, the quiet and kind hearted boy, was murdered savagely by his peers. Simon had been the good and the innocent on the island; unlike the other boys he knew that the evil was inside of the others, though he himself had been too good for the evil. Simon was taken away from the boys but not by outsiders, like the Taliban; the boys themselves took Simon away, unlike The Kite Runner where Assef and the Taliban took the innocence away from Amir. â€Å"There were no words, and no movements but the tearing of teeth and claws† (153). The boys turned into savages and took Simon away from themselves. Unlike The Kite Runner, Simon and innocence were not wanted and were easily thrown away. As goodness was being murdered, the boys turned into monsters. Not once did they think of what was being depleted. Another theme shared by the two novels is the idea of power and dominance. In The Kite Runner, Hoseinni showed this through the bully Assef, who later became a Taliban official. Not only did Hoseinni use Assef and the Taliban as symbols of power, but he enforced them through irony. One example of dramatic irony in The Kite Runner took place when Baba was talking to Amir as a child. Baba said to him, â€Å"’God help us all if Afghanistan ever falls into their hands! ’† (17). Baba was referring to the Taliban and how he hoped they would never come into power, though consequently, the Taliban later dominate Afghanistan. Baba pleads to God for help if the Taliban run over, he pleads to a God that he doesn’t necessarily believe in, and ironically, the Taliban justify all of their actions with the word of God. Likewise, Golding used Jack and his hunters to illustrate power and dominance in Lord of the Flies. In order to assert their dominance Jack and his hunters murdered the pig in an ostentatious manner thinking that being flashy and strong will bring respect. Not only did Jack allege his power through conspicuous hunting acts, but he also imposed power with his violent mannerisms towards Ralph, Piggy, and the others. Jack is not the only power figure in this story. In turn, the British official that appeared to rescue the boys has a stature of power along with the British army. Golding expressed his love of irony with the British soldier on the island as well. The boys had been creating their own war on the island, and they were, in a way, mimicking the war that had been happening on a world-wide scale. Golding did not stop here, as the British soldier then observed the boys savagery, he reprimanded them for not being more proper and British. â€Å"’I should have thought that a pack of British boys—you’re all British, aren’t you? —would have been able to put up a better show than that—‘† (202). How ironic, that despite the soldier’s talk of being proper and â€Å"English,† he too was being a savage. He too, was in the middle of a war. Not only do The Kite Runner and Lord of the Flies share themes of innocence and power, but they both partake in the lack of positive parental influence. In The Kite Runner, Amir envied the father-son relationship that Hassan and his believed-to-be-father, Ali, shared. Like his stolen innocence, Amir yearned for his father’s approval, for these were the things he could not have. â€Å"He’d close the door, leave me to wonder why it was always grown-ups’ time with him† (5). Here, Hoseinni clearly illustrates that as growing up, and even as an adult, Amir never received the love and the affection that he so craved from his father. At every turn he would find a closed door; Baba would see Amir as a calamity. The one person who gave Amir positive parental influence was his father’s friend and business partner, Rahim Kahn. Amir did not take this influence to heart; his longing for approval from Baba and a mother he did not have created a hole that Rahim Kahn could not fill. With a deceased mother and apathetic father, Amir had a deep hunger for a father figure to such a degree that the lack of a parental influence caused self destruction and mental instability. In contrast to The Kite Runner, the boys in Lord of the Flies did not care for paternal influences as Amir did. In fact, they rejoiced because there were no adults on the island to keep them in check; â€Å"’Aren’t there any grownups at all? ’ ‘I don’t think so. ’ The fair boy said this solemnly; but then delight of a realized ambition overcame him’† (8). From the start, Amir wanted the parental influences that he grew up without; the boys on the island were more than happy to be rid of them. The consequences of the lack of parental influence did not make an appearance right away, but contrary to what the boys believed, not having a parental figure did have its repercussions. One can take Roger, in consideration. At first he could not bring himself to throw stones at the smaller, younger boys. The memories of civilization and punishments still had their hold on him, but as the story progresses, Roger finds himself becoming less and less humane; much like Assef, in The Kite Runner, who as a child, subconsciously knew he could be punished for his bullying, but as he grew older and as the influence of his parents lessened, he was able to use his wrath however he pleased. The lack of parental influence in Lord of the Flies through the immature, adolescent behavior of the boys and lack of adults residing on the island leads to destruction and chaos, similar in ways to that of Amir’s, but far more externally dramatic. Indeed, Golding and Hoseinni share many tastes when it comes to writing, and that becomes quite apparent when one looks at the themes of the two novels. Through the loss of innocence, power and dominance, and the lack of those positive parental influences Golding and Hoseinni manage to paint the picture of a life different than the life of the average American youth. Amir kept his innocence in a kite. In his homeland. The boys on the island never knew that their innocence lay within one small boy. They didn’t have a father to look up to, a mother to run to, and neither did Amir. Now, innocence is mocked. Parental figures are pushed away, but most don’t know what it is like to lose that innocence. To not have a mother or father there in times of need. Where is your innocence stored? Where do you find the comfort and protection that are craved through a mother’s love and a father’s adoring pride?

Homeless Students Who Achieved Academic Greatness

Homeless Students who Achieved Academic Greatness Just because you are going through a lot in your life doesn’t mean that you can’t be successful. There are some remarkable young men and women who have proved that even in the worst of circumstances and while facing extreme hardship, if a person is motivated they can still achieve academic bravado. The following stories about a few of these young people who went through a majorly stressful situation of homelessness and still had success in the classroom are some that we here at www.schoolmatters2me.com applaud, and we hope that they inspire you to do your best, even when you feel like you are going through the worst of times. The Struggle to Graduate amongst Violence Graduating from a school with surroundings as dangerous as those at Anacostia High School in Southeast Washington, DC is not just an achievement of academic success, but one of extreme bravery and persistence. Imagine having to be escorted by police every da y as you leave your school because of gang violence that surrounds the campus, then having to go home and study, pretending like none of that just happened. Well, that’s what Rasheema Melson and her classmates earlier this year had to do many days during their high school years. But they made it through, and have recently received their high school diplomas as the proud class of 2014. Rasheema’s story is one that stood out. While many of her classmatesShow MoreRelated65 Successful Harvard Business School Application Essays 2nd Edition 147256 Words   |  190 Pagesbusiness school applications. With an abundance of qualified candidates to choose from, admissions officers can be more selective, making admission to top schools even more challenging for applicants. The Harbus, the Harvard Business School weekly student newspaper, recognizes that applicants require up-to-date materials and inspiration to match the current environment. While this book includes the latest ap plication essays, which are updated regularly by the ad... missions committee, it retains severalRead MoreLibrary Management204752 Words   |  820 PagesSection 1: Introduction 1—Managing in Today’s Libraries and Information Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 The Importance of Management. . . . . . . . . . . . What Is Management? . . . . . . . . . . . . . . . . . . . Who Are Managers?. . . . . . . . . . . . . . . . . . . . . What Do Managers Do? . . . . . . . . . . . . . . . . . . Managerial Functions . . . . . . . . . . . . . . . . . . . Managerial Roles . . . . . . . . . . . . . . . . . . . . . . . What ResourcesRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesrecruiters who preyed on the desperately poor. The prospects for the great majority were almost invariably lives of drudge labor in urban sweatshops, on tropical plantations, or on the wharves of an expansive, global export economy. Throughout the century, advances in human rights, which were spread ever more broadly among different social groups—including women, laborers, INTRODUCTION †¢ 3 ethnic minorities, and gays—made strides that were perhaps greater than all of those achieved inRead MoreCoaching Salespeople Into Sales Champions110684 Words   |  443 Pagesno different than winning in life. As someone who has done a lot of personal and professional coaching over the years, I see tremendous value for anyone who reads this book. If the reader will embrace Keith’s philosophy around coaching, they can certainly expect to win in all areas of their life, while making a profound and measurable impact on their salespeople’s performance and attitude.’’ Dr. Denis Waitley Best-Selling Author of The Seeds of Greatness and The Psychology of Winning ‘‘There is noRead MoreProject Mgmt296381 Words   |  1186 Pagesdoctorate in operations management from the College of Business, University of Oregon. He is certified Scrum Master. v â€Å"Man’s mind, once stretched by a new idea, never regains its original dimensions.† Oliver Wendell Holmes, Jr. To my family who have always encircled me with love and encouragement—my parents (Samuel and Charlotte), my wife (Mary), my sons and their wives (Kevin and Dawn, Robert and Sally) and their children (Ryan, Carly, Connor and Lauren). C.F.G. â€Å"We must not cease from exploration